University Library Faculty and Staff Works
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This collection includes scholarly works such as pre-prints, post-prints, articles, and conference presentations authored by University librarians and staff.
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Item The ONEAL Project: Group Discussion & Activity Guide 2025(2025-06-26) Macy, Katharine V.; Galvan, Scarlet; Fuson, Courtney; Devarenne, Sidonie; Dubinsky, Ellen; Gibney, Michele; Levay, Hana; Rainard, Molly; Schmucker, ScottThis guide is a companion to the lesson plans of the ONEAL Project curriculum (Open Negotiation Education for Academic Libraries). Included in this guide are activities and discussion guides to help groups working through the ONEAL curriculum learn the concepts together (synchronously).Item Lesson: Introduction to Strategies in Negotiation(2025-06-26) Galvan, ScarletThis includes the lesson plans and materials that are part of the Introduction to Strategies in Negotiations Lesson in the Strategies module of the curriculum developed by the ONEAL Project (Open Negotiation Education in Academic Libraries). Learners accessing these materials will be able to prioritize which negotiations will be most impactful for meeting library and broader organizational goals, evaluate how library goals and priorities fit within the broader institutional goals in order to create messaging and build influence as the library takes strategic action within negotiations, and employ strategies to understand power dynamics at play when planning strategic negotiations.Item The ONEAL Project: Lesson Plans - Revised and Updated, 2025(2025-06-26) Macy, Katharine V.; Galvan, Scarlet; Fuson, Courtney; Devarenne, Sidonie; Dubinsky, Ellen; Gibney, Michele; Levay, Hana; Rainard, Molly; Schmucker, ScottThis document provides the lesson plans developed for the ONEAL curriculum so that MLS/MLIS instructors who wish to include lessons from the curriculum can easily copy and paste the lessons into a learning management system (LMS) such as Canvas, Moodle, or Blackboard. These lesson plans were designed to be completed individually, so the “Time to Complete” note is the minimum amount of time the ONEAL team thinks it should take for a learner to complete the lesson based on the average time it took curriculum pilot testers to complete the curriculum asynchronously. The individual instructor can best determine which parts of the lesson will work best in class or as homework and how much time each should be given. If instructors choose to include group discussion and activities during a class session, the lesson may take more time. Additionally, if case studies are negotiated during class time or if instructors have an in-class debrief discussion of the negotiation experience that will also likely increase time.Item Strategies Workbook: The ONEAL Project(2025-06-26) Galvan, Scarlet; Dubinsky, Ellen; Gibney, Michele; Rainard, Molly; Scott, SchmuckerThis workbook is a companion to the lesson plans: Introduction to Strategies in Negotiation in the Strategies Module and Privacy & Surveillance in the Issues module of the ONEAL Project curriculum (Open Negotiation Education for Academic Libraries). It includes all the exercises within those lessons. There are two versions: a PDF which is structured like a form but workspace is limited to the box size and a word document which provides more ability to edit but page numbers will shift from Table of Contents and likely will need to be updated.Item ONEAL Project - Quizzes: Questions & Answers(2025-06-26) Macy, Katharine V.; Galvan, Scarlet; Fuson, Courtney; Levay, Hana; Devarenne, Sidonie; Dubinsky, Ellen; Gibney, Michele; Rainard, Molly; Schmucker, ScottThis is a supplementary document for the lesson plans that provides a Question & Answer bank that MLS/MLIS instructors can use to create quizzes when using the curriculum of the ONEAL Project (Open Negotiation Education for Academic Libraries) in courses that teach negotiation skills to library students.Item The Library is Not Enough: Building the Data Governance Community at Your Institution(Association of College and Research Libraries, 2025) Goben, Abigail; Coates, Heather L.; Briney, KristinWhile many Open Science initiatives are initiated by or hosted within academic libraries, managing data and open science practices requires the broad engagement of offices and departments across the institution. This engagement is often documented in data governance, which is “a system of decision rights and accountabilities for information-related processes, executed according to agreed-upon models which describe who can take what actions with what information, and when, under what circumstances, using what methods” (Data Governance Institute). While data governance may be established for administrative and institutional data, such as financial or student data, the evolving policy landscape and interests in open science have created new needs related to research data governance. While some universities have established these practices, many academic institutions are still beginning to develop or refine the guidance and support that researchers are requesting. Research data governance practices might include: creation and maintenance of data policies, developing infrastructure for data retention, establishing and refining data workflows, and ensuring that the institution meets legal, funder, and publisher obligations for open sharing. Academic librarians already provide leadership in Open Science by creating resources like institutional or data repositories, engaging in outreach and instruction with students and faculty, and fostering communities of practice across disciplines. They further bring awareness of the gaps between administrative needs, compliance requirements, and the goals of research teams. A next step for librarians is to participate in or direct data governance activities at their institution. In this recipe, we will prompt readers to identify the pantry of data governance activities present or absent at their institution and create a shopping list of goals. Some example activities might include: documenting data governance challenges present at their institution, identifying relevant policies at their institution, identify the stakeholders in those policies, identify the owners and processes for policy change/creation of standards or procedures, and engaging faculty and leaders in conversation about the policy and process gaps at their institution.Item Library publishing: We can't do everything, so should we just quit?(2025-06-12) Molina, Rachel; MacIsaac, Olivia; Odell, JereLibrary publishing programs are often not supported by sales and instead are driven by the values of the library. Typically these values include a preference for non-fee open access dissemination. In this context, library publishing programs are at risk of operating under unsustainable and tight budgets while demand for services is on the rise. This is an equation that can lead to diminishing levels of service and professional burnout for the providers of these services. Library budgets and their investments in journal publishing have been under strain. At the same time, journals, policy makers, authors, editors, and funders expect more and more. Linked-data, persistent identifiers (PIDs), XML, accessibility, funding notifications, glitzy websites - where does it end? Given the demands, what is the least that a library can do to work within the values of the library’s mission without losing professional integrity? This session proposes a model for assessing a library publishing program’s investment in a non-revenue generating open access journal publishing service. The model may be used to help a library make decisions about when to take on new titles. Likewise, it will serve as a tool to identify journals that may be at risk of losing the library’s services. Tools of this nature may provide useful starting points for discussions between libraries and university presses interested in forming stronger university-based publishing initiatives.Item "Army Letters of General Interest Will Always Find a Place in Our Columns:" Soldiers' Letters to Ohio Newspapers during the Civil War(Routledge, 2023-05-01) Towne, Stephen E.An analysis of United States Army soldiers' letters published in fifty Ohio newspapers in 1863 reveals that writers strove to maintain social, emotional, and political connections to readers on the home front during the rebellion. Soldiers wrote copious letters for publication conveying information as well as their views on the military and political issues of the moment. Newspaper editors encouraged soldiers to write and filled newspaper columns with combatants' letters.Item Lesson: Privacy & Surveillance(2025-05-29) Dubinsky, Ellen; Gibney, Michele; Rainard, Molly; Schmucker, ScottThis includes the lesson plans and materials that are part of the lesson on privacy and surveillance in the issues module of the curriculum developed by the ONEAL Project (Open Negotiation Education in Academic Libraries). Learners accessing these materials will be able to assess privacy practices of library vendors and advocate for patron privacy protection when negotiating for access to library resources.Item So you're new to library publishing... Me too!(2025-05-08) Molina, RachelA birds of a feather chat at the 2025 Library Publishing Forum for people new to library publishing or new to working in libraries in general. The goal was to connect with fellow newbies and establish communication lines and relationships, share experiences and thoughts, and encourage each other as we move forward in our careers.